Description Implement Web 2.0 tools for classroom-based assessment, enabling teacher/peer feedback to improve student achievement. Review the power of using blogs, wikis, and GoogleApps Education Edition.
Draft National Educational Technology Plan (2010) Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
Technology & Reflection Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking 6
Learner-Centered Philosophy "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence.-Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios
Electronic Portfolios almost two decades (since 1991) used primarily in education to store documents reflect on learning feedback for improvement showcase achievements for accountability or employment 9
Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches 10
Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238
What are Effective Self-Regulation Processes? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Capturing Process/ Journals Goals Forethought Influential processes which precede efforts to act and set the stage for action. BEFORE Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience AFTER Change over time Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
Summative Assessments (Assessment OF Learning or Evaluation)
Provides insights (and data) for the institution
Nick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
Crucial Distinction Assessment OF LearningHow much have students learned as of a particular point in time? Assessment FOR LearningHow can we use assessment to help students learn more? Rick StigginsAssessment Training Institute
Principles of Assessment FOR Learning Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)
Learning to Learn Portfolio ModelIan Fox, New Zealand
Types of E-Portfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) Collaboration Space Portfolio as Process-- Workspace (PLE)“shoebox” Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences(varied permissions) Varied Purposes Portfolio as Product-- Showcase
Structure of E-Portfolio Types Portfolio as Product/ Showcase Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences Primary Purpose: Accountability or Employment or Showcase Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes) Portfolio as Process/ Workspace Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience
Websites with “how-to’s” ePortfolios with Google Appshttp://sites.google.com/site/eportfolioapps/ Interactive ePortfolioshttp://electronicportfolios.org/blogmodels/ (includes WordPress/EduBlogs) All linked from my website: http://electronicportfolios.org/
Oregon, Colorado, Iowa States Adopt Google Apps for Schools Groups Docs Video Sites Mail Calendar Wave
Add-ons to GoogleAppsby Fall Additional Google Applications soon to be included inside GoogleApps Education domains
Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 57
FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 58
Student Engagement! CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence] Find voice and passions through choice and personalization! Portfolio as Story Positive Digital Identity Development - Branding “Academic MySpace” 59
Draft National Educational Technology Plan (2010) Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
Opportunity Cost The alternative you give up when you make a decision… The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability/compliance in ePortfoliosover improvement/reflection and deep learning?
Goal: Balance in Electronic Portfolios Purpose Improvement (Student-Centered) (Or Course-Centered) Accountability/ Compliance (Institution-Centered) Along a Continuum ?? ?? Opportunity Cost
Goal: Balance in Electronic Portfolios Purpose Improvement Accountability Highly Structured Uniformity and Standardization Required Assignments Formal Evaluation Complexity Checklist Data! Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Opportunity Cost
Goal: Balance in Electronic Portfolios Purpose Accountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Opportunity Cost
Goal: Balance in Electronic Portfolios Purpose Accountability Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Time Complexity Social Learning Opportunity Cost
Finding Balance in E-Portfolio Implementation Tools Use separate tools for assessment management andstudent e-portfolios? Ball State’s rGrade & WSU’s Harvesting Gradebook Incorporate blogging and social networking tools forinteractivity and engagement Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, including video,into their e-portfolios Enable exporting e-portfolio to students’ lifetimepersonal webspace
Finding Balance in E-Portfolio Implementation Strategies Acknowledge the importance of both portfolio asworkspace (process) & showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios forvisual communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digital identity
Portfolios can help learners find their Voice… and explore their Purpose and Passions through Choice!
Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 79
ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
A Reminder… Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 81
My Final Wish… dynamic celebrations stories of deep learning across the lifespan 82
Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning email@example.com http://electronicportfolios.org/ Twitter: @eportfolios